{"id":3520,"date":"2018-06-11T17:13:09","date_gmt":"2018-06-11T21:13:09","guid":{"rendered":"https:\/\/fonofone.uqam.ca\/?post_type=activite&#038;p=3520"},"modified":"2019-10-16T10:42:25","modified_gmt":"2019-10-16T14:42:25","slug":"the-hidden-sound","status":"publish","type":"activite","link":"https:\/\/fonofone.uqam.ca\/en\/activite\/the-hidden-sound\/","title":{"rendered":"the hidden sound"},"content":{"rendered":"\r\n\t<h2>Content: Masking, chaos, rupture, and contrast<\/h2>\r\n\t<h4>Pedagogical objectives<\/h4>\r\n<ul>\r\n<li>The student is capable of creating a masking effect using two sounds.<\/li>\r\n<li>The student is capable of choosing a noisy and aggressive sound as well as a soft and calm sound.<\/li>\r\n<\/ul>\r\n<h4><\/h4>\r\n<h4>Pedagogical intentions<\/h4>\r\n<ul>\r\n<li>Introduce the concepts of masking, rupture and contrast to the students.<\/li>\r\n<li>Familiarize the students with the compositional techniques of rupture and contrast (of sounds, moods and affect).<\/li>\r\n<li>Improve the students\u2019 response to the gestures of direction\/conducting.<\/li>\r\n<\/ul>\r\n\t\t\t\t<img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/fonofone.uqam.ca\/wp-content\/uploads\/2018\/06\/melangeur.png\" alt=\"melangeur\" itemprop=\"image\" height=\"1145\" width=\"2145\" title=\"melangeur\" onerror=\"this.style.display='none'\"  \/>\r\n<h2>\r\n\t\tTools\r\n\t<\/h2>\r\n<a href=\"https:\/\/fonofone.uqam.ca\/en\/fonofone\/tools\/\">\r\n        <img decoding=\"async\" src=\"https:\/\/fonofone.uqam.ca\/wp-content\/themes\/fonofone\/images\/outil-mixeur.png\" alt=\"\">\r\n\tMixer\r\n<\/a><h2>\r\n\t\tExample\r\n\t<\/h2>\r\n\t<p>(Sons au choix de chacun)<\/p>\r\n\t\t\t\t<img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/fonofone.uqam.ca\/wp-content\/uploads\/2018\/06\/masque-1.png\" alt=\"masque\" itemprop=\"image\" height=\"362\" width=\"1630\" title=\"masque\" onerror=\"this.style.display='none'\"  \/>\r\n\t<iframe loading=\"lazy\" src=\"https:\/\/player.vimeo.com\/video\/293455200?title=0&#038;byline=0&#038;portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" webkitallowfullscreen mozallowfullscreen allowfullscreen><\/iframe>\r\n\t<p>Camp musical P\u00e8re-Lindsay, Val-St-C\u00f4me, Qu\u00e9bec<\/p>\r\n<h2>\r\n\t\tProcess\r\n\t<\/h2>\r\n\t<p>The teacher asks each student to choose two sounds.<\/p>\r\nSound 1 (the mask): a noisy and aggressive sound.<br \/>\r\nSound 2 : a soft and calm sound.\r\n<ul>\r\n<li>With the help of the mixer, the student adjusts the volume of each sound such that sound 1 completely masks sound 2.<\/li>\r\n<li>The conductor signals to everyone to begin playback of both sounds 1 and 2 (noisy and soft).<\/li>\r\n<li>Enough time is taken to listen to and appreciate the cacophony created by these heterogeneous sounds.<\/li>\r\n<li>The conductor signals to cut sound 1 abruptly.<\/li>\r\n<li>We let the calm and soft texture inhabit the space and end with a slow crescendo.<\/li>\r\n<\/ul>\r\n<p>&nbsp;<\/p>\r\n<p>VARIATION<\/p>\r\nRepeat this process in reverse order: begin by listening to sound 2 and interrupt the calm by suddenly introducing sound 1.<br \/>\r\n\r\n<ul>\r\n<li><strong>Assessment: Were the sounds chosen for this exercise appropriate to clearly illustrate the idea of masking? Were you successful in creating two contrasting sound-worlds? How would you describe each one? What does each one represent? How does the rupture technique amplify the contrast? To be sure, try repeating the exercise but this time, fade-out sound 1 by decrescendo instead. Is the effect the same? After completing this variation, how does our reaction change from one to the other?<br \/>\r\n<\/strong><\/li>\r\n<\/ul>\r\n\r\n\t<h3>Related Activities<br \/>\r\n<\/h3>\r\n<ul>\r\n<li><a href=\"https:\/\/fonofone.uqam.ca\/en\/activite\/tower-of-babel\/\">Tower of Babel<\/a><\/li>\r\n<\/ul>\r\n","protected":false},"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"_acf_changed":false,"pmpro_default_level":"","inline_featured_image":false,"_links_to":"","_links_to_target":""},"categories":[250],"class_list":["post-3520","activite","type-activite","status-publish","hentry","category-free-activity","pmpro-has-access"],"acf":{"activite-description":"","activite-zip":"https:\/\/fonofone.uqam.ca\/wp-content\/uploads\/2018\/06\/le-son-cache.zip","activite-video":{"ID":1478,"post_author":"6","post_date":"2018-10-04 20:15:48","post_date_gmt":"2018-10-05 00:15:48","post_content":"","post_title":"masque","post_excerpt":"","post_status":"publish","comment_status":"closed","ping_status":"closed","post_password":"","post_name":"masque","to_ping":"","pinged":"","post_modified":"2018-10-04 20:15:59","post_modified_gmt":"2018-10-05 00:15:59","post_content_filtered":"","post_parent":0,"guid":"https:\/\/fonofone.uqam.ca\/?post_type=video&#038;p=1478","menu_order":0,"post_type":"video","post_mime_type":"","comment_count":"0","filter":"raw"},"activite-soustitre":""},"_links":{"self":[{"href":"https:\/\/fonofone.uqam.ca\/en\/wp-json\/wp\/v2\/activite\/3520","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/fonofone.uqam.ca\/en\/wp-json\/wp\/v2\/activite"}],"about":[{"href":"https:\/\/fonofone.uqam.ca\/en\/wp-json\/wp\/v2\/types\/activite"}],"replies":[{"embeddable":true,"href":"https:\/\/fonofone.uqam.ca\/en\/wp-json\/wp\/v2\/comments?post=3520"}],"version-history":[{"count":4,"href":"https:\/\/fonofone.uqam.ca\/en\/wp-json\/wp\/v2\/activite\/3520\/revisions"}],"predecessor-version":[{"id":5107,"href":"https:\/\/fonofone.uqam.ca\/en\/wp-json\/wp\/v2\/activite\/3520\/revisions\/5107"}],"wp:attachment":[{"href":"https:\/\/fonofone.uqam.ca\/en\/wp-json\/wp\/v2\/media?parent=3520"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/fonofone.uqam.ca\/en\/wp-json\/wp\/v2\/categories?post=3520"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}